This unit will cover the aspects of evolution. To begin I will cover the origins to give the students a sense of how it all began. From there we will visit the year 1831 and learn about Charles Darwin the father of the theory of evolution with an interactive journey following the path of the HMS Beagle. Next we will have a series of labs that cover natural selection. This includes the Stick Bird lab and the namesake of this unit “Survival of The Brainiest” a battle of wits that will pit two classes against each other in the race to survive. Then we will take a step back and step into the shoes of professional scientists to figure out exactly what evidence exists to support the theory of evolution. We will then cover the driving force behind evolution, mutation. This part of the unit will cover three class lengths. The first of which will introduce the micropipette an important tool in genetic research this will also prepare the students for the lab on the third day. The second part will be an important lecture covering the aspects of mutation and how over time it forms evolution. The third and final part of mutation will be a lab from thee Amgen Bruce Wallace biotechnology workshop. The students will be able to transmit a fluorescent gene from a sea anemone into a bacterial colony; this will give an insight into how scientists are playing with mutation to attempt to make evolution work for them. The last lesson before the unit test will be an exploratory class in which the students will theorize where we are going next on the evolutionary path. To wrap it all up we will have a unit test covering all the information learned so far. The purpose of this unit is to introduce the theory of evolution and delve into its inner workings. Although this is a controversial topic it is important for students to understand all views of how we came to be.
Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information. Analyzing and interpreting data
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
1. Origin of life
a. Three main hypotheses
b. Group discussion
2. Darwin
a. Interactive HMS Beagle trip
b. Exit quiz
3. Natural selection
a. Stickbird lab (day 1)
b.Exit quiz 2. “Survival of The Brainiest” lab (day 2)
Assessment Plan There are several methods of assessment in this unit, several classes require the students to write in their science notebooks these notebooks will be collected and will be graded pass/fail. There will be exit slips on the second and fourth lessons which will count as homework grades (10%). There are a total of 4 labs in this unit each one will be graded on a A-F scale and will count as 30% of the students grade. Two homework assignments will also be given, these will obviously count as much as the exit quizzes. There are also 5 assignments that will count for 15% of the student’s grade. The final and most important assessment will be the unit test on the final day worth 40% of their grade. The students are also being graded on class participation for 5% of their grade.
Accomodations: Each activity will be written down and posted on my class website for students who miss any work. They will see what they have missed and schedule a time to meet with me to complete it. For students with specific disabilities the lessons may be altered according to their needs (i.e. If there is a student who is physically disabled then during the "survival of the brainiest" lab will have a runner to get notecards for them (symbiotic relationship!!!). Students with reading disabilities will have graphical representations along with words added to their assignments. etc.
Rationale To make this topic meaningful to students I made sure to break the monotony of school by throwing in lessons that were both interesting and fun. I gave opportunities for students to argue amongst each other while focusing on scientific subjects, I made a lesson that allows the students to get outside and run around while still learning and I allowed them to hypothesize about what our race will look like in the future. I had several different assessment methods that allowed for students to showcase a variety of different strengths. There are creative projects, writing assignments, research, arguments, visual graphs, and a number of free write activities. Students are usually limited in their classes to specific assignments but I was able to fit in many different methods. The unit before evolution is usually based on DNA and cellular biology so I attempted to build off of what they knew and introduce actual hands on assignments that would go along well with their knowledge of cells and DNA synthesis. I called upon their ability to carry out research that they will have used in previous science and English classes. They were also tasked with collecting data and creating graphs, something that they would have learned in math class. To aid students in making sense of this difficult material I had several different avenues for the information to be learned. By tapping into the multiple intelligence theory I made sure that my lessons were accessible by a wide range of students. While these lessons are able to allow struggling students to do well they also allow opportunities for excelling students to thrive. Several useful skills will be covered such as crafting an effective argument and research techniques that will aid these students in future endeavors.
Author: Andrew Conley
Grade Level: 10th Grade
Course: Biology
Purpose of Unit
This unit will cover the aspects of evolution. To begin I will cover the origins to give the students a sense of how it all began. From there we will visit the year 1831 and learn about Charles Darwin the father of the theory of evolution with an interactive journey following the path of the HMS Beagle. Next we will have a series of labs that cover natural selection. This includes the Stick Bird lab and the namesake of this unit “Survival of The Brainiest” a battle of wits that will pit two classes against each other in the race to survive. Then we will take a step back and step into the shoes of professional scientists to figure out exactly what evidence exists to support the theory of evolution. We will then cover the driving force behind evolution, mutation. This part of the unit will cover three class lengths. The first of which will introduce the micropipette an important tool in genetic research this will also prepare the students for the lab on the third day. The second part will be an important lecture covering the aspects of mutation and how over time it forms evolution. The third and final part of mutation will be a lab from thee Amgen Bruce Wallace biotechnology workshop. The students will be able to transmit a fluorescent gene from a sea anemone into a bacterial colony; this will give an insight into how scientists are playing with mutation to attempt to make evolution work for them. The last lesson before the unit test will be an exploratory class in which the students will theorize where we are going next on the evolutionary path. To wrap it all up we will have a unit test covering all the information learned so far.
The purpose of this unit is to introduce the theory of evolution and delve into its inner workings. Although this is a controversial topic it is important for students to understand all views of how we came to be.
Grade Span Expectations and Science Practices
GSE:
https://riscienceteachers.wikispaces.com/LS3+%289-11%29+-+7
https://riscienceteachers.wikispaces.com/LS3+%287-8%29+-+9
Scientific Practices:
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information.
Analyzing and interpreting data
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
- 1. Origin of life
- a. Three main hypotheses
- b. Group discussion
- 2. Darwin
- a. Interactive HMS Beagle trip
- b. Exit quiz
- 3. Natural selection
- a. Stickbird lab (day 1)
b.Exit quiz2. “Survival of The Brainiest” lab (day 2)
Lesson Sequence
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Assessment Plan
There are several methods of assessment in this unit, several classes require the students to write in their science notebooks these notebooks will be collected and will be graded pass/fail.
There will be exit slips on the second and fourth lessons which will count as homework grades (10%). There are a total of 4 labs in this unit each one will be graded on a A-F scale and will count as 30% of the students grade. Two homework assignments will also be given, these will obviously count as much as the exit quizzes. There are also 5 assignments that will count for 15% of the student’s grade. The final and most important assessment will be the unit test on the final day worth 40% of their grade. The students are also being graded on class participation for 5% of their grade.
Accomodations: Each activity will be written down and posted on my class website for students who miss any work. They will see what they have missed and schedule a time to meet with me to complete it. For students with specific disabilities the lessons may be altered according to their needs (i.e. If there is a student who is physically disabled then during the "survival of the brainiest" lab will have a runner to get notecards for them (symbiotic relationship!!!). Students with reading disabilities will have graphical representations along with words added to their assignments. etc.
Rationale
To make this topic meaningful to students I made sure to break the monotony of school by throwing in lessons that were both interesting and fun. I gave opportunities for students to argue amongst each other while focusing on scientific subjects, I made a lesson that allows the students to get outside and run around while still learning and I allowed them to hypothesize about what our race will look like in the future.
I had several different assessment methods that allowed for students to showcase a variety of different strengths. There are creative projects, writing assignments, research, arguments, visual graphs, and a number of free write activities. Students are usually limited in their classes to specific assignments but I was able to fit in many different methods.
The unit before evolution is usually based on DNA and cellular biology so I attempted to build off of what they knew and introduce actual hands on assignments that would go along well with their knowledge of cells and DNA synthesis. I called upon their ability to carry out research that they will have used in previous science and English classes. They were also tasked with collecting data and creating graphs, something that they would have learned in math class.
To aid students in making sense of this difficult material I had several different avenues for the information to be learned. By tapping into the multiple intelligence theory I made sure that my lessons were accessible by a wide range of students. While these lessons are able to allow struggling students to do well they also allow opportunities for excelling students to thrive. Several useful skills will be covered such as crafting an effective argument and research techniques that will aid these students in future endeavors.